Hotel Rwanda Essay -- Film Movies History Historical Essays

I decided to surf the internet in search of inspiration, and I found it on the mediate.com website. Robert Benjamin’s article â€Å"Hotel Rwanda and the Guerrilla Negotiator† definitely caught my eye†¦particularly since I had checked the DVD out from the library last Friday but hadn’t yet watched it. Benjamin’s article piqued my interest enough to do some additional research on Rwanda, and passion was born. While a colony of Belgium, Rwanda was separated into two tribal groups which many say was based on physical characteristics such as the wideness of the nose: the common Tutsi (majority), and the upper-class Hutu (minority). For many years, the Tutsis were powerful and mistreated the Hutus. In 1962, Rwanda gained its independence from Belgium, the power shifted to the Hutus, many of whom wanted to exact their revenge on the enemy Tutsis. In 1993, Canadian General Romeo Dallaire was put in charge of the United Nations Mission to Rwanda to facilitate implementation of the Arusha peace accords after they were signed by the Hutus and the Tutsis. That mission was derailed when the Hutu president’s plane was shot down by Tutsi rebels. The president’s assassination was the precipitating event of what would become known as the genocide in Rwanda. â€Å"When people ask me, good listeners, why do I hate all the Tutsi, I say: read our history. The Tutsi were collaborators for the Belgian colonists, they stole our Hutu land, they whipped us. Now they have come back. We will squash the infestation.† -- ITLM Hutu Power Radio Then, I watched the movie. In a recreation of actual events, we are taken to Kigali, Rwanda’s capitol, shortly before the 100-day genocide began. Ultimately, at least 800,000 – some say over 1,000,000 – were killed. Paul Rusesabagina is the central figure of the story and Benjamin’s designated Guerrilla Negotiator. Rusesabagina managed the exclusive Hotel Des Milles Collines (owned by a Belgian company) and developed a network of powerful allies (including a crooked Hutu army general) – plying them with bribes with the hope they would be available should he ever need a favor. A Hutu married to a Tutsi, and the father of three young children, Rusesabagina initially refused to believe the rumors of increasing hostility and brutality against the Tutsis (routinely called cockroaches by the Hutu rebels). When Rusesabagina can no longe... ...ion has vanished. â€Å"We need the international community to intervene and help us (to do) justice, and then after doing justice, dialogue.† Lobbying the group to invest and volunteer in Africa, Rusesabagina added â€Å"What Africans need as a whole is not only someone who will come and pay their education but it is also to change the systems in Africa. To help us to change, to find lasting solutions. Africa is ruled by dictators. And those dictators should know that one day they also can be brought to justice.† On July 15-17, 2005, the Save Darfur Coalition is promoting a national weekend of prayer and reflection for the people of Darfur to coincide with legislation being introduced in the U.S. House and Senate. Noting that many delayed intervening in Rwanda in 1994 because they weren’t sure the killing was genocide, Rusesabagina has stated â€Å"What is happening in Darfur according to the definition is genocide.† Citing the cry initially associated with the Holocaust and now also with Rwanda of â€Å"never again† as the most abused words, Rusesabagina charges â€Å"When they were saying that in 1994, it was happening again and again and again and again. So, ‘never again’ to me is not enough.†

Investigating Resistances of Wires :: Papers

Investigating Resistance's of Wires Aim: To investigate different resistances of wires to see which has the most resistance and which shows the least resistance. I will be looking at resistances affected by the length of wire. Variables I could change: I had the choice of several variables to change such as length, cross sectional area, material and temperature the experiment is conducted at. Prediction: I believe that by increasing the wire's length it would increase the resistance. Therefor by decreasing the length it would also decrease the resistance. I also believe that the rate of the increasing resistance will be directly proportional to the length so if the length were doubled the resistance would also double. I think the graph will look like this: Reason: The property that transforms electrical energy into heat energy, in opposing electrical current, is resistance. A property of the atoms of all conductors is that they have free electrons in the outer shell of their structure. As a result of the structure of all conductive atoms, the outer electrons are able to move about freely even in a solid. When there is a potential difference across a conductive material all of the free electrons arrange themselves in lines moving in the same direction. This forms an electrical current. Resistance is encountered when the charged particles that make up the current collide with other fixed particles in the material. As the resistance of a material increases so to must the force required to drive the same amount of current. (Information found on a GCSE Physics website) Ohm's law: In1826 Georg Ohm discovered that the current flowing through the wire is proportional to the potential difference across it (providing the temperature stays the same.) 'Proportional' means if you double the potential difference the current is doubled (this information was found in GCSE Physics for you text book) Current through the wire [IMAGE] Amps Volts

Women have been dealing with what we call today as ‘gender issues’ (to be politically correct) since the beginning of time

Women have been dealing with what we call today as ‘gender issues' (to be politically correct) since the beginning of time. Most other people refer to it as chauvinism or discrimination. This thing however we refer to it as has existed since the beginning of time. Referring back to the bible times of Adam and Eve there was well documented issues of gender differences. We go back to the creation of ‘man' do you really think that man is superior because he was created first, or the fact that man was used to create woman? Or the fact that is was the woman who ate the fruit off of the forbidden tree, does that make the women less superior. Both man and women were ultimately created equal and everybody makes mistakes. Look at cave men for instance, have you ever heard the phrase cave women. No you haven't, when we picture ‘cave men' the way society has groomed the thoughts into our mind, we picture very unattractive men with their clubs dragging their women around by the hair. Women were there only to cook and to bare the children of the tribe. But why has society chosen to put these images out there for us to believe. Do we have any proof that their woman were dragged around by the hair, or is it a simple rhetoric devise to play in the mind of our subconscious thinking to lead us to believe that men have and always have been more superior than women. As the ages have passed not much has changed for women. It wasn't until WWII that women were even given the chance to work. During that era there were no men to work, the economy was taking a serious hit, so they looked upon the women to fill the positions that the men had filled for so long. The women took to their new roles as champions doing the manual hard labor in the factories, leaving their children at home to be cared for by another. During that time in our history I think many people have forgotten the significance of what happened. While then men in our country were out fighting and dying to ensure our freedom, the women were here keeping our country alive the best they could, and they succeeded. At that time women had no education and no training but they managed to be strong and get out there and fight. They also in a way fought for the freedom of our country, the men could have not succeeded without the women that took that stand. It is a known fact that even some fifty years later women do not receive the same opportunities as men. Women have earned the right to be considered as equals and deserve the same equal rights to work as men do. Women have earned that right and have fought for equality, but they still do not receive it. Women do not receive the same job opportunities, promotions and pay as men do. Men are more likely to gain the success in these areas than women, even if the woman is more qualified. Women are the caretakers of the world. Women are the ones who take care of the families; families are what form communities, communities are what make the nations. â€Å"If women have a chance to work and earn as full and equal partners in society their families will flourish. When families flourish, communities and nations will flourish. † (Clinton, H. R. ). If women are successful they will be able to better provide for their families. In doing so, they give their families a better chance at a prosperous life. Society still has a long way to go; according to The American Prospect Inc. Over twenty-five years ago the United Nations developed a global bill of rights to end discrimination against women. The All Forms of Discrimination against Women (CEDAW) was signed by all nations except the United States, Iran, Somalia, and Sudan. For years Jesse Helms led the attack against CEDAW, calling it the work of â€Å"radical feminists† with â€Å"anti-family agenda. † à ¢â‚¬Å"I do not intend to be pushed around by discourteous, demanding women,† he said proactively on the Senate floor in 1999. Helms, is no longer around to exercise his objections. George W. Bush is now standing in the way, even as he justifies two wars against fundamentalism, at least partly in the name of advancing the status of women abroad. † (Chesler, E). Which shows that this world still has along way to go before it sees women as equals. George W. Bush is worried about â€Å"advancing the status of women abroad†, but what about the status of the women right here in the United States. He is the president of the United States and not that of the women abroad. As long as we still have these views that women are not equal. Society will never gain the talent, perspective, and ambition for success that women can bring to the table. â€Å"Around the world, empowering women is now widely considered essential to expanding economic growth, reducing poverty, improving public health, sustaining the environment, and consolidating transitions from tyranny to democracy. A near universal consensus is calling for fundamental changes in practices that have denied rights to women for centuries. If the democrats retake the White House and/or the Senate, it will be rime to insist that the United States finally become an official party to this agreement. † (Chesler, E) A good example of empowering women right here in the United States is based on an article in the San Diego Union Tribune. Based on the statistic of the United Nations, â€Å"Women made up 16. 3 percent of parliament worldwide at the end of 2005, edging up from 15. 7 percent a year earlier. Based on this groups latest statistics, according to the annual survey women have made steady progress in elections since a landmark world conference in Beijing in 1995, when females made up just 11. 3 percent of the world's lawmakers. Women on an average made up 20 percent of the deputies elected in the 39 countries that held parliamentary elections last year. Out of nine countries more than 30 percent of those elected or returning to office in 2005 were women, with Norway topping the list at 37. 9 percent. † (Reuters 2006) The Inter- Parliamentary Union found that women fared the best in Nordic countries and the worst in Arab states. The United States on the other hand ranks 69th among the world's nations, with 66 women in the House of Representatives (15. 2 percent) and 14 female senators (14 percent). The proportion of female legislators fell in eight countries last year: Bolivia, Bulgaria, Denmark, Dominica, Egypt, Germany, Kyrgyzstan and St. Vincent, and the Grenadines. In two countries, Kyrgyzstan and Micronesia, elections were held in 2005, but no women won seats. In Saudi Arabia, whose parliament was appointed, no women were named because women there do not have the right to vote or run for election. Turns out, that brought the number to a total of nine countries without a single female lawmaker as of the end of last year in 2005: Kyrgyzstan, Micronesia, Nauru, Palau, St. Kitts and Nevis, Saudi Arabia, the Solomon Islands, Tuvalu and the United Arab Emirates. A new and recent study has shown an impressive and dramatic change from the numbers that we have been seeing in the past. Since 1975 women from all different races have struggled to compete with men on a professional level. As it appears race as well as gender plays a big part in what kind of job one will get, not to mention how much they will be earning. From the graph below is information collected from the online almanac, and as you can see over the past twenty-eight years. White males have dominated the economy white men have maintained a hundred percent of the median annual earnings. While white women, on the other hand over the same twenty-eight year span have increased their median annual earnings by approximately twenty percent, and still only hold seventy-five percent of the median annual earnings. That is twenty five percent less than white men. The Wage Gap, by Gender and Race This graph shows the median annual earnings men and women of different races. It also measures the difference in wage earnings over a twenty -eight year period. As we can see from the graph above race plays an equal part in the effect of annual earnings. Black males are up only four percent in twenty eight years. Hispanic males are down by nine percent over the same twenty eight year span. Black women are up only ten percent and Hispanic women are up ten percent over the past twenty eight years. In America and in other countries all over the world it is about time to start breaking through the barriers and stereotypes that society has welcomed for too long. America should be a role model for the rest of the world. America is considered the land of the free, but as long as these barriers continue to discriminate and divide our country by race and color is it really free? Sure America is known for having the best opportunities in the world, but what is the benefit of having those opportunities if it is subject to race or gender? These are the questions that one must ask every time that thought of race or gender comes into question. That's just it; it shouldn't be a question or an issue. If the qualifications meet the need then there's your answer. Have you ever wondered if you were to submit a resume without a full name just a first initial and a last name what kind of response do you think you would get? Well let me give you some insight into what might happen. I tried this research method to prove my theory that men are more preferred for a job than women and the responses I received were unbelievable. I submitted my resume to several different lines of employment such as computer technology, emergency medical technician (E. M. T), and firefighter. I have significant experience, training, certifications in all these lines of employment. When I received calls from perspective employers they would call (my cell phone, my phone contact number listed on the resume and T. Torres as the name listed on the resume. ) and ask if Mr. Torres was available. Right there they automatically assumed that my gender was male when in fact I am female. When the correction was made the response that I received was even more amazing. All of a sudden they did not have any openings at the time but would call me in the future if anything was available. It is amazing that the judgments that are passed in society today based on your gender or race. We as society could accomplish more than we know if we eliminate gender and racial boundaries, not to mention to overcome the stereotypical images that society has painted for us to believe. According to Russian Education and Society, â€Å"Men hold stereo typical traits of professional competence, rational thinking and an active life stance. Women hold the stereotype of social and communicative skills, heartfelt warmth, and emotional support. † (Razumnikova, O. M. ). We, as society are blaming the gender issues on tradition or religion. Boys and girls are taught at a very early age that ‘girls do this and boys do that'. Eventually as the world progresses children should be taught that girls and boys can do anything alike. There is nothing a man can do that a woman can't, and this is how children should be raised. Motherhood shares the same responsibilities as fatherhood does. So in turn family obligation should not be a factor into a woman getting a job, a promotion or how successful she can be. Women's rights should not be talked upon as if they are separate from human rights. Women are in fact human and should be treated alike. There is a lot of talk classified as human rights, women's rights, and civil rights: they are one in the same, rights are rights and every person should be entitled to the same equal rights as the other, man or woman. I do truly believe that if this was the case the world could be and would be a better place.

Pttls

1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide.These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislat ion that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children.Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorit ies are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities.They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights.This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orien tation, gender discrimination or if you have a disability.The Health & Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare.It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the lear ner group with which the tutor is working. The Education & Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults.It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data.The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime).Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with dif fering opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support.The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go b eyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas.We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identitie s, through the promotion of inclusivity.We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth w ork and deliver items such as 1st aid training. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform.This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others.It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed.Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would al so promote a practical learning environment.Other key areas to consider would be resources need, H&S issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part.By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m b uzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments.The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others is key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well.Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs.We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place.I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Lik ewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be met and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth.Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages.I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion.But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and othersAwareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Da ta Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education & Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health & Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html

Arpit Essay

One of these slogans are Who controls the past controls the future: who controls the present controls the past. This, as a whole, means that the past has an effect on the future, for previous events that occurred ensure the mindset of the people in the future, and whether or not they want to repeat history. Also, the party controls the people in the present, and can therefore control the past with the authority to go back and modify history on paper to control what is being taught to the masses. Events in the past have a great influence on events in he future.This is an ideal held to be true not only in the society in 1 984, but also in todays society. The past is recorded in history books, and is taught in schools. If the past was ideal, then people will try to re-establish it. However, if the past was horrendous, then people will try to ensure that such events wont happen again. This correlates to the technique used by the party. They created a past of desolation and anguish through altering history records, and claim to have liberated the people of Oceania.As a result, everyone fully bides by the Party, for they dont want to repeat the past. Therefore, who controls the past controls the future. Anagram 2 The Party itself controls the present, therefore it is able to control the past. Their main objective is to remain in total command at all times, and control everyone both physically and mentally. Physically, they use telescopes to monitor their subjects every move, so that they are under constant surveillance and put under pressure of the government. For the mental effect, they rewrite and manipulate the intent of historical resources. This allows them to have power over the way in which its subjects think about the past. This is an advantage, for all of their resources reflect the ideology of the Party itself, and they are able to show themselves in a positive manner so that they can stay in power. In addition, everyone is prohibited from keeping journals and other keepsakes from their pasts. As a result, the citizens of Oceania have an imprecise and fleeting memory, which allows the Party to tell them anything, knowing that they will live it.Thus, the Party controls the past with controlling the present. In 1984 by George Orwell, Party slogans are significant ways to hold their main principles. The slogan, Who controls the past controls the future: who controls the present controls the past is noteworthy for its true meaning. It means that past events are influential on the future, and determines the recurrence of history. Also, it means that the government that controls the present has the ability to control the past, through changing historical records.

Credible Ethics Essay Example | Topics and Well Written Essays - 250 words

Credible Ethics - Essay Example That is, being not irascible. In this case, it is a deficiency. It would, as well, be a vice if one get too angry and, therefore, irascible. In this case, it is in excess. What would be a virtue would entail being mild. That is, not being deficient of anger or having excess anger, but the mean. Aristotle is correct to state that virtue is a transition between two extremes, deficiency and excess. This is because moral virtues differ from intellectual virtues. Taking moral virtues from this perspective puts emphasis on the notion of the soul. The view brings the soul close to the body and refutes the ground that the soul is independent of the body. It emphasizes on the three components of the soul (passions, faculties and characters). In Aristotle’s view, the ability to control desires constitutes (moral) virtue (Fieser 36). For, instance, Aristotle does not praise or direct blames to people for experiencing anger as an emotion. He rather tends to praise the notion that characters only experience anger only when it is necessary, probably by situations that prevail. It, therefore, provides that virtue do not link with the capabilities of the

The Internet Revolutionized Traditional Methods Research Paper

The Internet Revolutionized Traditional Methods - Research Paper Example It may also be automated, in that an avatar or some other form of artificial intelligence guides the user through the system, giving responses based on their specific need. The exponential growth of social networking sites has also led to companies establishing their presence on sites such as Facebook and Twitter in a bid to reach more people. Internet-savvy people are therefore able to get rapid responses to their problems through companies’ online support. Online blogs and forums are another networking option where companies can engage with their clients. Customers can also interact with other users, learn from them, obtain solutions to their problems and gauge the quality of services offered. The internet is thus changing the way companies relate to their clients and bringing customers together. The quality of online support of two major companies is discussed below: The Apple online customer support department is easily accessible on its homepage. The placement of the link on the homepage was a plus because it not only made it easier for customers seeking help but also made visitors to the Apple website aware of this service. The online customer support landing page contains a variety of options. Users click on the icon depicting the product they need help with. Icons depicting products include; Mac, iPod, iPhone, iPad, and iTunes. Clicking an icon leads to a support page with detailed information about the product. If the pre-recorded information fails to satisfy the customer’s requirements, there is a contact support button that a customer can use to get in touch with the Apple technical support staff. The customer is required to input their hardware serial number to access the support staff. Though an effective security measure, it may inconvenience a customer who is unaware of their serial number or not physically close to their produ ct at the moment.